高中實務社群中教師實踐智慧之研究

Abstract

實踐智慧是教師的綜合素養，包含知識、能力、價值觀、自省、素養等，是教師在教學現場實踐中，日積月累所堆積的經驗價值，展現在教師面對教學時，所必須立即採取的處理方式，它包含了課程的審議、在教學上的反思、行政領導的智慧、評量的多元思考以及班級經營等方面。它是當前面對教育改革下，教師們必須先行準備好的素養，才能夠面對教育改革的挑戰。教育改革改變了教師的學習方式，從過去的個人學習的型態與習慣，走向社群的學習模式。實務社群可提供一個安全、信任的社會學習環境，讓參與的教師感受到舒適與安全感。實務社群也透過教師的對話、分享、批判、回饋與反思等過程，讓教師在不斷的刺激循環下成長，發展出他們的實踐智慧。 本研究採個案研究方法，以同一所高中，參與高瞻計畫之實務社群中的三位教師為研究對象，以深度訪談每人至少2次，每次1~2小時方式進行，並與社群所產生文件資料做比對，確保時間與內容的正確性。本文分析過程中，也邀請另一研究者參與資料分析，做為本研究對研究者之檢核。 從本研究的結果發現，透過實務社群的運作模式，可增進教師實踐智慧的發展，從實踐智慧的三個面向來看，教師的實踐知識來自其專業知識與現場教學知識的經驗，教師可透過社群知識領域的學習，獲得更多的實踐知識，實踐知識不是存在於理論中，它的基礎是教師本身的專業知識，但它的教學知識經驗是存在於人與人參與在有意義的實務社群互動中，透過彼此對話與分享的過程，將教學經驗知識不斷的實踐、驗證、再實踐的歷程。教師的實踐思維來自於教師的經驗與反思，教師可透過社群分享的運作，加強對話、批判、思辨的能力，來進行教師思維的訓練，教學是經驗不斷累積的過程，也是訓練教師實踐思維的過程，實務社群提供一個安全舒適的情境場域，讓教師們能盡情的對話與分享，透過經驗反思與反思經驗的過程，不斷鍛鍊他們的實踐思維。教師實踐倫理來自於教師本身對教職工作的認同，個人信念與社群資深教師經驗可幫助教師確認實踐倫理，教師可透過實務社群的參與，在實踐的過程中做經驗分享，並從互動中，透過別人的眼來看到自己，就可以不斷修正與重新定義自己的實踐倫理。 研究中還發現教師的實踐智慧除了上述的三個面向外，還需要包含實踐經驗與實踐反思。因為在實務社群運作中，透過每次的社群活動所產生的經驗累積成為實踐經驗。而實踐反思則是透過社群活動後的對談，對每次實踐的過程做反思來慢慢累積智慧，然後再應用於現場實踐。Teacher’s phronesis, including knowledge, abilities, values, introspection and accomplishment, is the accumulated experience value of teachers in teaching practice over time and again. It shows how teachers must deal with the teaching immediately. It includes consideration of curricula , Reflection in teaching, wisdom of executive leadership, multiple thinking of evaluation and class management. In the face of the challenge of education reform, practical wisdom is a must for teachers to be able to face the challenges brought by the reform. Education reform has changed the way teachers learn, from the traditional type of personal learning, to the community's learning model. The practice community can provide a safe and trustworthy social learning environment for participants to feel comfortable and secure. In practicing community, teachers process dialogues, sharing, criticizing, giving back and reflection so that teachers can grow under the continuous stimulating cycle and develop their phronesis.

This study adopts a case study approach, and three high school teachers were invited to share their experience in community of practice. Data collection is conducted through in-depth interviews and compared with the documents produced by the community to ensure that the content is correct. In addition, another researcher is also invited to participate in the data analysis as a check on the research.

As the study results, teachers’s development of phronesis contains three aspects- practical knowledge, practical thinking and practical ethics. Teachers' practical knowledge comes from their professional knowledge and on-site teaching experience. Teachers can gain more practical knowledge by participating in the teaching community. Practical knowledge is not found in theory. It is based on teachers' own professional knowledge. And its teaching experience exists in the interaction of participating in meaningful substantive communities. Through the process of dialogue and sharing, the teaching experience can be continuously practiced , verify, and then practice. Practical thinking comes from experience and reflection of teachers, the community conducts teacher's thinking training through sharing, strengthening the ability of dialogue, criticism and speculation. The practice community provides a safe and comfortable situational context for teachers to engage in dialogue and sharing, and through experience- reflection and reflection-experience continuously processes to forge their practical thinking. Practice ethics comes from teachers' recognition of teaching work. Personal beliefs and experience of senior teachers in the community can help teachers to confirm their practical ethics. Teachers can constantly modify and redefine their own practice ethics by participating in practical communities, sharing and interacting with each other.

In addition, phronesis needs to include practical experience and practical reflection. Because in the process of practical community, through each activity generated by the experience will be accumulated into practical experience. The practice of reflection is through dialogue after the community activities, to reflect on the process of each practice to slowly accumulate wisdom, and then applied to the teaching practice.